MAXIMIZING PERFORMANCE FEEDBACK EFFECTIVENESS THROUGH VIDEOTAPE REPLAY AND A SELF-CONTROLLED LEARNING-ENVIRONMENT

This study was designed to examine whether participants who could cont rol the schedule of performance feedback (KP) would lean differentiall y from those who received a feedback schedule while leaning a complex task. Participants (N = 48) were randomly assigned to self-controlled KP (SELF), summary KP (SUMMARY), yoked control(YOKE), or knowledge of results only (KR) conditions. Data collection consisted of an acquisit ion phase and a 4-day retention phase during which right-handed partic ipants performed a left-handed ball throw. Overall, throwing form impr oved across trial blocks during acquisition, with the SUMMARY: SEIF an d YOKE groups showing more improvement than the KR group. During reten tion the SELF group retained a higher level of throwing form and accur acy in comparison to other groups. Results suggest that when given the opportunity to control the feedback environment, learners require rel atively less feedback to acquire skills and retain those skills ata le vel equivalent to or surpassing those those are given more feedback bu t receive it passively.